Data Presentation of the Questionnaires and Interviews

42 for many times before I record it. 11. It is good to make sure that there is no mistake in my biography text. 2 12.5 12 75 2 12.5 12. It is good to memorize my biography text before record it. 8 50 4 25 4 25 13. I record my speech once and I do not repeat it. 1 6,25 3 18,75 11 68,75 1 6,25 14. It is good to record my speech more than once. 2 12,5 8 50 6 37,5 15. It is good to ask other people’s helps in the process of creating my video project. 1 6,25 3 18,75 12 75 16. It is good not to involve anyone to create this video project 2 12,5 8 50 1 6,25 5 31,25 43 and I do it by myself. 17. I think I get some difficulties in the process of creating this video project. 1 6,25 7 43,75 8 50 18. It is good to watch my video project to make sure that there is no mistake in my speech. 15 93,75 1 6,25 19. I think I find some mistakes grammatical mistake in my video project. 11 68,75 1 6,25 4 25 20. I pretend that I do not do any mistake and I do not record it again. 1 6,25 3 18,75 11 68,75 1 6,25 21. I record my speech again until I 1 6,25 9 56,25 3 18,75 3 18,75 44 convince that I do not do any mistakes. Based on the Table 4.2, there were fifteen students 87.5 and one student 6.25 who had experienced creating video project using English language more than once because they chose “strongly disagree” and “disagree” in the statement number seven. The student said: This is not the first time I create video project using English. Furthermore, when I was in the beginning of my first year, I was asked to share my biography using English in front of the class. Interviewee 2 In statement number eight, there were seven students 43.75 who chose “strongly agree” and eight students 50 chose “agree”, it showed that the process of creating the video made the students understand the topic which was discussed. The statement number nine, there were one student 6.25 who chose “strongly agree” and twelve students 75 chose “agree”. It showed that more than 75 students wrote their biographies in a piece of paper before they started to record it. For number ten resulted that one student 6.25 chose “strongly agree” and eight stude nts 50 chose “agree”, it meant that they read their biography texts repeatedly before they recorded it. Next, the statement number eleven showed two students 12.5 chose “strongly agree”, twelve students 75 chose “agree”. It meant the student ensured that they did not do any mistakes in their biography texts. Then for statement number 45 twelve, eight students 50 chose “agree”, four students 25 chose “neutral”. The results showed that more than 50 students memorized their biographies before they recorded their biographies and the rest did not memorize their biography texts. Moreover, for in the thirteenth statement, there were twelve 75 students who did not record their video projects only once. That statement was supported by the statement number fourteen which said that there were ten students 62.5 who recorded their video projects more than once. Statement number fifteen was about other people’s contribution to help students created their video project. There were twelve students 75 c hose “strongly disagree” because they did not ask other people’s help to create their video projects. Statement number sixteen strengthened the previou s statement because there were two students 12.5 chose “strongly agree” and eight students 50 chose “agree” that they created their video projects by themselves and they did not involve anyone. Discussing the process of creating video projects, the statement number seventeen explained that there were eight students 50 who thought that they did not get any difficulties in creating their video projects. Then, the eighteenth statement showed that there were fifteen students 93.75 who watched their video projects to make sure that they did not make any mistakes. It was clarified by the statement number nineteen that there were eleven students 68.75 who found some mistakes such as grammatical mistakes in their video projects after they checked and watched their video projects again. The students said: “When I create this video project, I realize that I make a lots of grammatical mistakes 46 and I don’t feel really confident because I am not accustomed to speak in front of the camera ” Interviewee 3 Statement number twenty explained about students’ reactions after they found mistakes in their video projects. There were eleven students 68.75 who denied that they pretended that they did not do any mistakes in their video projects. One of the student said: When I found some mistakes in my video projects such as grammar and mispronunciations, I tried to fix my mistakes and I recorded it again until I did not find mistakes anymore Interviewee 2 It was strengthened by the statement number twenty-one that there were nine students 56.25 who recorded their video projects until they ensured that there were no mistakes in their video projects. In the questionnaires, the researcher provided twelve close-ended statements to know the students’ perceptions on the video project in their speaking class. Table 4.3 was the results of the questionnaires. Table 4.3 Questionnaire resu lts of the students’ perceptions on the video project in their speaking class No. Statements Strongly Agree Agree Neutral Strongly Disagree Disagree 22. Through this video project, I am motivated to be able to speak English better 5 31.25 11 68.75 47 23. Through this video project, I find my weaknesses in my speaking skill. 11 68.75 3 18.75 2 12.5 24. Through this video project, I find my strengths in my speaking skill. 12 75 4 25 25. Through this video project, I find a new method to improve my speaking skills. 2 12,5 13 81,25 1 6,25 26. Through this video project, I can improve my speaking skill 1 6,25 15 93,75 27. Through this video project, I learn to use gadget for the beneficial activity. 3 18,75 12 75 1 6,25 28. Through this video project, it helps me to improve my confidence to speak English. 2 12,5 14 87,5 29. I am motivated to give my best effort in this 1 6,25 13 81,25 2 12,5 48 video project. 30. Before getting this video project, I am not confident in delivering speech in front of the cameras. 1 6,25 1 6,25 14 87,5 31. This video project helps me to be more confident in front of cameras. 1 6,25 10 62,5 5 31,25 32. This video project helps me to improve my vocabulary knowledge. 1 6,25 15 93,75 33. This video project helps me to improve my English. 3 18,25 13 81,25 Table 4.3 shows the results of the students’ perceptions on video projects in their speaking class. In the statement number twenty-two, there were five students 31.25 chose “strongly agree” and eleven students 68.75 chose “agree”. It indicated that most of the students were motivated to be able to speak English better through the video projects. Statement number twenty-three showed that there were eleven students 68.75 chose “agree”. It meant that through video projects, the students found their weaknesses in their speaking skill. Besides, there were seventeen students 75 chose “agree” which meant that the students found their strengths in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 speaking skill through this video projects. In statement number twenty-five, thirteen students 81.25 thought that video projects considered as a new method to learn English. In the twenty-sixth statement, resulted that there were fifteen students 93.75 who agreed that video projects improved the students’ speaking skills. For the statement number twenty-seven, twelve students 75 indicated that they used their gadgets for the beneficial activity such as these video projects. Next, statement number twenty-eight showed that fourteen 87.5 students thought this video projects helped them to improve their confidence. The student said: In this video projects, we also need comments for our performances. Beside self- reflection, we also needed a comment from the teacher and our friends what needed to be improved in our speeches. Interviewee 3 Thirteen students 87.25 chos e “agree” in statement number twenty-nine were also motivated to give their best efforts to the video projects. Moreover, in statement number thirty there were fourteen students 87. 5 chose “disagree” because before having video projects, they felt confident in delivering speeches in front of cameras. In number thirty-one, t here were ten students 62.5 chose “agree” that video projects helped them to improve their confidence in delivering speeches in front of cameras. The student said: “The students need to be given suggestions and comment to get better results of the speaking skills” Interviewee 1 In statement number thirty-two showed there were 15 students 93.75 chose “agree” to show that the video projects improve their vocabulary knowledge. 50 For the last statement, thirteen students 81.25 thought that the video projects trained their speaking skills. The video projects were also beneficial for the students’ future. The student said: Through this video projects, I learn to prepare my future. Speaking skill will be needed to find a job. In the interview session, I will be asked to introduce myself. Video projects also help me to improve my knowledge of grammar and pronunciation. Interviewee 1

B. Discussions

The table 4.1 showed that the process of teaching and learning in speaking class went well. In English class, the students learned to make English sentences with the right structures. Besides, the students also learned to speak English in speaking class. However, speaking is a skill that should be improved by the students in learning English Grognet, 1997. In order to support the students to learn English, the teacher also provided facilities for the students. The students were facilitated to learn some materials through videos. According to McKinnon ’ 2000 and McGovern’ 1983, a video is one of the teaching and learning methods which is interesting and it also provides real situations. The teacher also provided speaker, projector, LCD and laptop to support the students in English learning. During the teaching and learning process, the students and the teachers are also communicative to build a good relation. Moreover, Table 4.2 indicated the process of creating video projects in 51 speaking class to train their speaking skill. Learning speaking skill can be done through technology such as video Luoma, 2004. In this case, videos are used to videotape the students’ performances in delivered their speeches. The results showed about the students’ experiences in creating the video projects. The video projects were not the first project for the students so the students were easy to understand to the instruction which was given by the teachers. Through video projects, the materials were understood easily because by creating the videos, the students learned to create their biographies with the right structures. A video as one of the teaching media is valuable for teaching media and it has same benefit with textbooks or audio tape recording Willis, 1983; McGovern 1983. They learned to convey their biographies in front of the cameras. Before videotaping their performances, they made their biographies in a form of texts to ease them. The students read their biography texts repeatedly to train their accuracies to ensure that they did not make any mistakes in their biography texts. The videos were also recorded more than once because in the process of taping, sometimes the students made mistakes. Mennim 2003 states that before final presentation, the students’ preparations are to record what the students are going to make, transcribe what they want to convey and correct the recordings. In terms of other people’s contributions, most of the students tended to work independently. After finishing their video projects, they were motivated to watch their own videos to ensure that they did not make any mistake in the videos. When they PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 found that there were some mistakes in their videos, they tried to revise their videos until they were sure that their videos were good. Having video projects in speaking class, the students learned to be independent learners. The students had to work by themselves and did not depend on other people’s help. They also learned to have self-introspection to know their own mistakes and learned to solve their problem. Based on the results, the researcher found that the students had good perceptions on the video projects to train their speaking skills. Forgus 1966 and Altman et al. 1985 state that perception showed the students’ experiences, needs, interest and the way students saw the facts of an environment, which is in this case, the environment meant speaking class. The result showed that through video projects, the students were motivated to speak English better. As stated by Effendi and Praja 1989, learning with interest is better than without any interest. Based on the results of the questionnaire number twenty-two until thirty-one, it showed that the students were interested in the video projects so that they had good motivation in speaking English. Then, the students also found their weaknesses and strengths in their video projects. By watching their video projects, they could analyze their own weaknesses and strengths so they were able to overcome their weaknesses and to improve their strengths in delivering their speeches. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 Moreover, the video project was considered as a new method to train students’ speaking skills because they admitted that through the video project, they learnt to speak English more often. Macknight 1981 states that video is able to encourage students’ interests to learn a language. Table 4.3 also proved that the video project lowe red the parents’ worries in the use of technology. Through the video project, the technology could be used for beneficial activities such as learning language. In the process of creating video projects, the students utilized their smartphone, cameras or camcorder. The students found other benefits on the video projects to improve their speaking skills. They felt more confident when practicing their speaking skill in front of the cameras because they confessed that they did not have enough confident to speak in front of cameras before they got this video projects. They were also encouraged to give the best results in their video projects. Another benefit of video projects was video projects helped them to improve their vocabulary knowledge. The last, most of the students admitted that the video project trained their speaking skills. 54 CHAPTER V CONCLUSION AND RECCOMENDATIONS This chapter consists of two parts. The first part is about the conclusion of the research. The second part provides some recommendations related to this study for the students, the English teachers and for the future researchers.

A. Conclusion

There is one research problem in this research. It is about the students’ perceptions on the video projects in speaking class. In this research, the research problem is answered by distributing questionnaires and doing interviews. Some theories of the video project and perception were used to create the questionnaires. The questionnaires and interviews are implemented to the sixteen students XI Social Two in SMA 1 Kasihan. There were sixteen participants for the questionnaires and three participants for the interviews. The teacher’s contribution in the class also supports students’ positive perception toward the video project in speaking class. In the class, the teacher already used some videos as one of the learning and teaching media. Before the students creating the video project, the teacher also gives clear instructions. The teacher shows how to make good biography texts and how to make it into videos. It helps students to give the best effort of their projects. According to the interview